ClassMarker

ClassMarker

ClassMarker is a free quiz maker for online testing. The program is relatively simple to manipulate and allows students to participate in meaningful and engaging activities through interaction with others (Kearsley and Schneiderman, 1999).

Due to insufficient time with my students i am unable to implement this method of technological activity. However, the following is a brief synopsis of how i would use this learning tool in the classroom environment. 

A year 4/5 cohort has just completed a unit of work entitled 'Endangered Species'. In groups of 4-6 the students researched a particular animal, created a PowerPoint and presented an oral presentation. An online quiz, created by each member of a group for another member within the group, would then be used as a form of reflection and assessment for the students. The conceptual elements of Marzano and Pickerings (1997) Dimension 2 - Acquire and Integrate Knowledge, would be followed during the lessons in order to  help students acquire and integrate specific procedural knowledge skills.

• Discuss as a class the animals that have been researched and recall their habitat, diet, threats, distribution, description, quantity and classification
• Use the think-aloud process to verbalize questions that would be appropriate to ask in an online quiz, that would demonstrate students knowledge
• Students create a list of ten multiple choice questions pertaining to the animal they researched
• Learning manager would point out common errors that need to be targeted including grammatical, punctuation and spelling errors before allowing sufficient time for students to practice creating the quiz
• Once the learning manager has approved all work, students will provide another member of their group (preallocated) the URL in order for them to complete the test  
• Students will provide feedback on the quiz to the creator, in the form of a graphic organiser 

This learning journey that began with researching each animal in collaborative group work and resulted in students creating a quiz for a 'customer', is derived directly from Kearsley and Schneidermans 'Engagement Theory'. Students have participated in active cognitive processes that include creating, problem solving, reasoning, decision making and evaluation, whilst maintaining intrinsic motivation.  

I look forward to exploring a variety of other online quiz applications that will help me to provide my future cohort with learning experiences that cater to the digital needs of todays students.

Until next time,

Kerri.

Reference:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm